elearning_articles

Some key challenges in providing online professionalism education for medical students and residents.

Wed, 01 Oct 2025 04:00:00 +0000

International Journal of Medical Informatics; 10/01/2025
(AN 185685231); ISSN: 13865056
CINAHL Complete

Strategies to improve student engagement in online nursing education: A systematic review.

Mon, 01 Sep 2025 04:00:00 +0000

Nurse Education Today; 09/01/2025
The science of nursing education is shifting from comparisons of online and in-person modalities toward development and testing of online instructional strategies to optimize student learning. We conducted a systematic review (1) to identify instructional strategies designed to improve student engagement in online nursing education and (2) to evaluate the impact of instructional strategies on specific domains of nursing student engagement and learning outcomes. We searched Web of Science, PubMed, Embase, and the Cumulative Index of Nursing and Allied Health Literature for search terms that aligned with our population, intervention, and outcomes of interest. We applied the concept of student engagement by Jennifer A. Fredricks and colleagues to guide inclusion and exclusion criteria, data extraction, and synthesis. Our search yielded 4847 articles, of which 8 met inclusion criteria and were included in this systematic review. Instructional strategies varied widely across studies and included game-based learning, case-based learning, novel instructor-to-student communication methods, and course redesign. Compared to traditional online strategies, game- and case-based approaches were associated with improvements in behavioral, emotional, and cognitive engagement and learning outcomes. Participant sociodemographic were underreported across all studies. Our findings provide early support for the use of game-based learning or gamification elements and case-based learning to improve student engagement and subsequent learning outcomes. Future research on student engagement in online nursing education should evaluate the effects of different educational levels, incorporation of virtual reality, and report participants' sociodemographic data to examine subgroup effectiveness. • New studies test approaches to promote student engagement in online nursing courses • Game- and case-based instruction may improve student engagement and learning • Future research should test whether strategies are effective in student subgroups
(AN 185780112); ISSN: 02606917
CINAHL Complete

Online learning in nursing education: A 21st century bibliometric analysis.

Fri, 01 Aug 2025 04:00:00 +0000

Nurse Education Today; 08/01/2025
Online learning has become an integral part of nursing education, especially in response to the growing reliance on technology and the global transition to remote learning. This study explored research outputs and impact, collaborative networks, and thematic trends in online learning within nursing education to guide future educational advancements. A bibliometric analysis was conducted using the Web of Science database to examine publications spanning from 2000 to August 2024. VOSviewer and Biblioshiny were utilized to assess publication trends, co-authorship, co-citation, and keyword co-occurrence, providing a comprehensive view of the research landscape. Descriptive statistics and visualizations were employed to enhance clarity and facilitate interpretation of key findings. The dataset encompassed 703 institutions across 56 countries, demonstrating the global scope of online learning research in nursing education. Publication output grew steadily, reaching a peak of 111 articles in 2022 (17 % of the total). The United States led with 555 publications and 2669 citations, followed by Australia (n = 92), Canada (n = 62), and Iran (n = 45). Co-authorship analysis revealed dense regional networks, with the University System of Ohio and the University of North Carolina as central hubs, though international collaborations were sparse. Keyword co-occurrence analysis identified three primary thematic clusters: (1) the impact of the COVID-19 pandemic, (2) student engagement, readiness, and motivation, and (3) technological integration and pedagogical approaches. This bibliometric analysis provides a comprehensive overview of online learning research in nursing education, highlighting its growth, thematic focus areas, and collaborative networks. The findings serve as a foundation for advancing evidence-based, inclusive, and innovative educational practices. Online learning is no longer a peripheral aspect of nursing education but a cornerstone for driving excellence, equity, and innovation. By addressing existing gaps and embracing emerging opportunities, stakeholders can reimagine nursing education to better prepare students for the challenges of modern healthcare. • Online learning in nursing education is evolving and crucial for preparing nurses. • Gaps include regional disparities and limited interdisciplinary collaboration. • Inclusivity and ethical frameworks in online learning design are lacking. • Technology advancement requires equitable access, training, and ethical frameworks.
(AN 185082055); ISSN: 02606917
CINAHL Complete

Effects of an eLearning course for patients on osteoarthritis knowledge and pain self-efficacy in people with hip and/or knee osteoarthritis: A randomised controlled trial.

Fri, 01 Aug 2025 04:00:00 +0000

Patient Education & Counseling; 08/01/2025
(AN 185779827); ISSN: 07383991
CINAHL Complete

Correction: Validation of depression, anxiety, and stress scales (DASS-21) among Thai nursing students in an online learning environment during the COVID-19 outbreak: A multi-center study (PLoS One (2023) 18:6 (e0288041) DOI: 10.1371/journal.pone.0288041)

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: anonymous

Database Source: Embase Daily Updates

Journal Title: PLOS ONE

Article Title: Correction: Validation of depression, anxiety, and stress scales (DASS-21) among Thai nursing students in an online learning environment during the COVID-19 outbreak: A multi-center study (PLoS One (2023) 18:6 (e0288041) DOI: 10.1371/journal.pone.0288041)

Year: 2025

Issue: 6 June

Volume: 20

Abstract: In the Ethics considerations statement, the ethical approval reference number from the Walailak University Institutional Review Board is listed incorrectly. The correct ethical approval reference number is: WUEC-22-077-01. Copyright © 2025 Wittayapun et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Correction: Association of electronic learning devices and online learning properties with work-related musculoskeletal disorders (WMSDs): A cross-sectional study among Thai undergraduate students (PLOS ONE (2023) 18:10 (e0291597) DOI: 10.1371/journal.pon

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: anonymous

Database Source: Embase Daily Updates

Journal Title: PLOS ONE

Article Title: Correction: Association of electronic learning devices and online learning properties with work-related musculoskeletal disorders (WMSDs): A cross-sectional study among Thai undergraduate students (PLOS ONE (2023) 18:10 (e0291597) DOI: 10.1371/journal.pone.0291597)

Year: 2025

Issue: 6 June

Volume: 20

Abstract: In the Ethical approval statement, the ethical approval reference number from the Walailak University Institutional Review Board is listed incorrectly. The correct ethical approval reference number is: WUEC-22-077-01. Copyright © 2025 Direksunthorn et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

The Effect of Self e-Learning before "Low Back Pain" Lecture Using Pre- and Posttest Examination Scores among Medical Students

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: Keorochana G.,Keorochana N.,Tawonsawatruk T.,Woratanarat P.

Database Source: Embase Daily Updates

Journal Title: Journal of the Medical Association of Thailand

Article Title: The Effect of Self e-Learning before "Low Back Pain" Lecture Using Pre- and Posttest Examination Scores among Medical Students

Year: 2018

Issue: 6

Volume: 101

Abstract: Objective: To evaluate the efficacy of self e-learning (electronic learning) before class lecture among medical students. Material(s) and Method(s): The study employed a prospective cohort design. All students were tested by multiple choice examination before (pretest) and after (posttest) teaching lecture. Then data were collected by questionnaire after class to separate all students in two groups where group A studied self e-learning before class, while group B did not. After that, all data analysis determined mean, SD, median, and t-test. Result(s): Of 175 students divided into group A 106 (60.57%) and group B 69 (39.43%). Group A had significantly higher scores than group B both pretest (p-value <0.0001) and posttest (p-value 0.0138). Furthermore, the difference between posttest and pretest score in group B significantly increased more than in group A (p-value <0.0001). Conclusion(s): Self e-learning before class was effective to increase understanding in contents both before and after class. However, class lecture is still important and effective by increasing the posttest score compared to pretest score in group B more than group A. Copyright © 2018 Medical Association of Thailand. All rights reserved.

PLASMOpred: A Machine Learning-Based Web Application for Predicting Antimalarial Small Molecules Targeting the Apical Membrane Antigen 1-Rhoptry Neck Protein 2 Invasion Complex

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: Lamptey E.,Oparebea J.,Anyaele G.,Ofosu B.,Hanson G.,Sakyi P.O.,Agyapong O.,Amuzu D.S.Y.,Miller W.A.,Kwofie S.K.,Mensah-Brown H.E.

Database Source: Embase Daily Updates

Journal Title: Pharmaceuticals

Article Title: PLASMOpred: A Machine Learning-Based Web Application for Predicting Antimalarial Small Molecules Targeting the Apical Membrane Antigen 1-Rhoptry Neck Protein 2 Invasion Complex

Year: 2025

Issue: 6

Volume: 18

Abstract: Objective: Falciparum malaria is a major global health concern, affecting more than half of the world's population and causing over half a million deaths annually. Red cell invasion is a crucial step in the parasite's life cycle, where the parasite invade human erythrocytes to sustain infection and ensure survival. Two parasite proteins, Apical Membrane Antigen 1 (AMA-1) and Rhoptry Neck Protein 2 (RON2), are involved in tight junction formation, which is an essential step in parasite invasion of the red blood cell. Targeting the AMA-1 and RON2 interaction with inhibitors halts the formation of the tight junction, thereby preventing parasite invasion, which is detrimental to parasite survival. This study leverages machine learning (ML) to predict potential small molecule inhibitors of the AMA-1-RON2 interaction, providing putative antimalaria compounds for further chemotherapeutic exploration. Method(s): Data was retrieved from the PubChem database (AID 720542), comprising 364,447 inhibitors and non-inhibitors of the AMA-1-RON2 interaction. The data was processed by computing Morgan fingerprints and divided into training and testing with an 80:20 ratio, and the classes in the training data were balanced using the Synthetic Minority Oversampling Technique. Five ML models developed comprised Random Forest (RF), Gradient Boost Machines (GBMs), CatBoost (CB), AdaBoost (AB) and Support Vector Machine (SVM). The performances of the models were evaluated using accuracy, F1 score, and receiver operating characteristic-area under the curve (ROC-AUC) and validated using held-out data and a y-randomization test. An applicability domain analysis was carried out using the Tanimoto distance with a threshold set at 0.04 to ascertain the sample space where the models predict with confidence. Result(s): The GBMs model emerged as the best, achieving 89% accuracy and a ROC-AUC of 92%. CB and RF had accuracies of 88% and 87%, and ROC-AUC scores of 93% and 91%, respectively. Conclusion(s): Experimentally validated inhibitors of the AMA-1-RON2 interaction could serve as starting blocks for the next-generation antimalarial drugs. The models were deployed as a web-based application, known as PLASMOpred. Copyright © 2025 by the authors.

Evaluating the efficacy of a mobile epilepsy education package application developed for the parents/caregivers of children with epilepsy in Canada

Tue, 01 Jul 2025 08:29:16 +0000

Author Names: Sayik D.,Acikgoz A.,Tsimicalis A.,Myers K.A.

Database Source: Embase Daily Updates

Journal Title: Epilepsy and Behavior

Article Title: Evaluating the efficacy of a mobile epilepsy education package application developed for the parents/caregivers of children with epilepsy in Canada

Year: 2025

Issue:

Volume: 172

Abstract: Objective: Epilepsy education given to caregivers can positively support a child diagnosed with epilepsy and their family. A Mobile Epilepsy Education Package (MEEP) was developed and tested in Turkiye to help caregivers manage epilepsy in children. An English and French MEEP version was developed and evaluated in a cohort of children in Canada. Method(s): A two-group, single-center, randomized controlled trial was conducted at the Pediatric Neurology Clinic of Montreal Children's Hospital. Caregivers of children with epilepsy, aged 1-17 years, completed the Epilepsy Knowledge Scale and Parental Anxiety Scale for Seizures at baseline and post-study. In the first 7 weeks of the study, the intervention group received MEEP training, while the control group received the standard educational services of the hospital. At the end of the study, control participants were offered the MEEP training as well. Result(s): A total of 54 primary caregivers of children with epilepsy were recruited and completed the study (intervention = 27, control = 27). Descriptive characteristics, knowledge and anxiety scores were similar between the groups at baseline. After MEEP training, there was a significant increase in the level of epilepsy knowledge among the intervention group caregivers (p < 0.001), and a significant decrease in the anxiety level related to seizures (p = 0.003). During this period, there was no difference between the knowledge and anxiety scores of the control group. At the end of the study, the control group underwent the same MEEP training. Participants' knowledge increased (p < 0.001) and the level of anxiety decreased (p = 0.003) significantly. Significance: MEEP training, adapted for Canadian context, resulted in increased knowledge and decreased anxiety. This simple-to-use, easy-to-access, and low-cost mobile application addresses a critical gap in the provision of supports and resources for families managing a child with epilepsy in Canada. Copyright © 2025 Elsevier Inc.

Podcast-integrated speaking instruction: Enhancing informal digital learning of English, academic engagement, and speaking skills

Tue, 01 Jul 2025 08:29:16 +0000

Author Names: Peng L.,Akhter S.,Hashemifardnia A.

Database Source: Embase Daily Updates

Journal Title: Acta psychologica

Article Title: Podcast-integrated speaking instruction: Enhancing informal digital learning of English, academic engagement, and speaking skills

Year: 2025

Issue:

Volume: 258

Abstract: The incorporation of digital technologies in language education has become increasingly prevalent, providing innovative methods for developing speaking competencies and increasing learner motivation. Among these technological tools, podcasts have emerged as particularly valuable resources, offering both accessibility and authentic language exposure. However, despite their potential, empirical research examining their systematic pedagogical application remains limited. This study examined the effects of structured podcast-based speaking instruction on three key dimensions: Informal Digital Learning of English (IDLE), academic engagement (AE), and speaking skills. The research involved seventy female intermediate-level EFL students at a private language institute in Iran. Using a pretest-posttest control group design, the participants were randomly assigned to either an experimental group (EG, n = 35) that received seventeen sessions of podcast-integrated instruction over eight weeks, or a control group (CG, n = 35) that followed standard speaking instruction. Data collection involved validated questionnaires measuring IDLE and AE, along with pre- and post-intervention speaking assessments evaluated through a standardized rubric. A one-way analysis of Covariance (ANCOVA) was employed to compare group outcomes while accounting for baseline differences. Results indicated that the EG demonstrated significantly greater improvement across all measures - speaking skills, IDLE engagement, and AE - compared to the CG. These findings offer important implications for EFL pedagogy, suggesting that carefully designed podcast activities can serve as an effective tool not only for enhancing speaking skills but also for fostering academic motivation and promoting autonomous learning behaviors. Copyright © 2025 The Authors. Published by Elsevier B.V. All rights reserved.

Digital learning resource use among Swedish medical students: insights from a nationwide survey

Tue, 01 Jul 2025 08:29:16 +0000

Author Names: Bjurstrom M.F.,Lundkvist E.,Sturesson L.W.,Borgquist O.,Lunden R.,Fagerlund M.J.,Lipcsey M.,Kander T.

Database Source: Embase Daily Updates

Journal Title: BMC medical education

Article Title: Digital learning resource use among Swedish medical students: insights from a nationwide survey

Year: 2025

Issue: 1

Volume: 25

Abstract: BACKGROUND: Medical students navigate a complex landscape of digital tools with potential to enhance learning. The main objectives of the current study were to investigate which digital resources are being used, which background factors are associated with utilization, perceived advantages and disadvantages of different digital resources, and explore future directions. METHOD(S): Cross-sectional, nationwide, online 25-item multiple-choice question survey and one free-text question enabling qualitative data analysis. Medical students at all seven universities with medical school programs in Sweden were invited to participate. Data were collected October - December 2024. RESULT(S): One thousand seven hundred sixty-six students responded to the survey, with an average response rate of 20.2% across sites. The five most frequently used digital resources were (percentage using at least on a weekly basis): University study platform (75.3%), videos (68.0%), flashcards (66.4%), student notes (53.4%) and external study platforms (47.3%). Flashcards were perceived to have a large to very large positive impact on development and maintenance of theoretical knowledge by 63.7% of students. Younger age (<= 25 years) was strongly associated with higher use of flashcards (OR 1.98 (95% CI 1.54-2.54)) and generative artificial intelligence (AI) (OR 1.66 (1.29-2.15)), whereas having children at home was associated with more frequent use of videos (OR 2.32 (1.32-4.08)) and university digital platforms (OR 2.62 (1.26-5.45)), in multivariable logistic regression analyses. Most students (74.8%) reported finding their digital resources based on recommendations from more senior medical students. Perceived key advantages of digital resources in general were availability (90.9%), flexibility (80.6%), and more effective learning compared to traditional modalities (59.0%), while possible disadvantages included risk for distraction (49.6%) and uncertainty regarding reliability of content (45.4%). Qualitative data highlighted several areas of interest, including calls for universities and lecturers to provide high-quality, updated video material and flashcard decks tailored to the curriculum, and review and recommend third-party digital resources (e.g., YouTube channels). CONCLUSION(S): Medical students extensively use digital resources, with perceived large positive learning effects and benefits. Several background factors influence usage patterns. These data may support institutions, program directors and teachers in their efforts to guide and improve use of digital learning tools in medical schools. Copyright © 2025. The Author(s).

ChatGPT-enhanced mobile instant messaging in online learning: Effects on student outcomes and perceptions.

Tue, 01 Jul 2025 04:00:00 +0000

Computers in Human Behavior; 07/01/2025
Mobile Instant Messaging is prevalent in online learning discussions but has inherent limitations in fostering higher-order thinking skills and managing information overload. This study investigates the pedagogical integration of ChatGPT within Mobile Instant Messaging platforms to enhance online learning, addressing a gap in artificial intelligence-enhanced educational technologies. In a 16-week randomized controlled trial with 63 graduate students enrolled in an Advanced Digital Learning course, this study examined the efficacy of a ChatGPT-enhanced Mobile Instant Messaging (ChatMIM) on student engagement and higher-order thinking skills development. Participants were randomly assigned to a treatment group (n = 33) using ChatMIM or a control group (n = 30) using traditional Mobile Instant Messaging. A mixed-methods research design incorporated pre- and post-intervention assessments using validated instruments for engagement and higher-order thinking skills, systematic content analysis of discussion logs, and semi-structured interviews grounded in the Technology Acceptance Model. Results showed considerable improvements in the experimental group across behavioral, cognitive, and emotional engagement dimensions. Enhancements were also observed in higher-order thinking skills domains, particularly in critical thinking, problem-solving, and creativity. Qualitative findings indicated favorable perceptions of ChatMIM, with participants reporting enhanced learning performance and strong intentions for future use. This study provides empirical evidence supporting the effectiveness of artificial intelligence-enhanced messaging systems in online learning, specifically in fostering student engagement and higher-order cognitive development. The findings advance understanding of artificial intelligence integration in educational technology through psychological theories of cognitive load and feedback. • ChatGPT-enhanced MIM boosts engagement: behavioral, cognitive, and emotional aspects. • ChatMIM improves critical thinking, problem-solving, and creativity in online learning. • Students report high usefulness and intent to use ChatMIM in future online courses. • AI-powered summaries and Q&A in ChatMIM reduce overload, support reflective learning. • ChatMIM enhances depth and interactivity in online discussions, addressing challenges.
(AN 184649186); ISSN: 07475632
CINAHL Complete

Online project-based learning in small groups: innovative approaches to leadership development for social work students.

Tue, 01 Jul 2025 04:00:00 +0000

Social Work with Groups; 07/01/2025
Developing leadership skills among social work students is essential to prepare them to become effective agents of social change. However, there are ongoing concerns within social work education about how current curricula need to provide more opportunities for students to develop hands-on leadership skills. Utilizing an experiential learning theoretical framework, this study explores the leadership roles of 39 self-selected BSW and MSW student leaders through a project-based group work initiative in the online environment. The thematic analysis revealed two overarching themes of students' perceived learning outcomes: obtained and enhanced leadership skills. The findings also showed increased confidence in promoting social work values in one's community. This study underscores the significance of project-based group work experiences in developing leadership skills in the online environment. Implications for curricula include incorporating experiential learning opportunities through group work and practice.
(AN 185386383); ISSN: 01609513
CINAHL Complete

Controlling nutritional status score predicts posthepatectomy liver failure: an online interpretable machine learning prediction model.

Tue, 01 Jul 2025 04:00:00 +0000

European Journal of Gastroenterology & Hepatology; 07/01/2025
(AN 185754412); ISSN: 0954691X
CINAHL Complete

Black Parents' eLearning Preferences and Expectations of an Online Beverage Program to Improve Healthy Beverage Consumption Among Young Children.

Tue, 01 Jul 2025 04:00:00 +0000

Journal of Nutrition Education & Behavior; 07/01/2025
To conduct a needs assessment to understand the expectations and eLearning preferences of Black parents of young children to inform the development of a healthy beverage education program. A convenience sample of Black parents (n = 64) completed a survey on eLearning format preferences. Individual interviews (n = 20) with survey respondents explored program expectations and motivations for participation. Descriptive statistics and qualitative content analyses were used for data analysis. Videos were the preferred eLearning format. Participants' expectations of the eLearning program included representations using cultural identifiers (e.g., hair and skin color) reflective of Black culture. They also wanted videos to be engaging, concise, and short (5–10 minutes). The learning topics of interest included the sugar content of beverages, label reading, health consequences of sugar-sweetened beverages, and easy-to-make healthy beverage recipes. The findings of this study may inform the development of healthy beverage education programs for Black families of young children. Future studies should examine the impact of these interventions on health behaviors and outcomes.
(AN 186018767); ISSN: 14994046
CINAHL Complete

Inclusive Teaching Online: Lessons Learned.

Tue, 01 Jul 2025 04:00:00 +0000

International Journal of Disability, Development & Education; 07/01/2025
This study aimed to understand how students with disabilities were included in online classrooms as teachers reimagined learning during COVID-19 school shutdowns. Through a mixed-methods approach, researchers investigated the implications of COVID-19 restrictions for private school teachers in Dubai, UAE. Dubai private schools provide many different curriculums but present a uniquely homogenous socio-economic school population to study, in addition to ongoing mandates for inclusion during the shift to at-home learning. The study addressed the adaptations made by teachers that could continue to influence practices in the return to in-person learning. Researchers utilised an explanatory-sequential mixed methods approach to data collection. Initial surveys explored the training and experience of teachers, while interview data brought forth the challenges and successes experienced. Quantitative data was analysed using SPSS software and included a factor analysis. The hypothesis tests for seven independent variables revealed several factors that could potentially lead to more successful outcomes. Qualitative results revealed a lack of adequate training and support for the use of inclusive practices and a need for teachers to reflect on pandemic teaching practices. Teachers reported many innovations and inclusive teaching methods; however, many of these new innovative, inclusive practices risk being lost if teachers do not engage in critical reflection.
(AN 186081723); ISSN: 1034912X
CINAHL Complete

Factors Affecting Khmer Major Students' Motivation to Learn the Khmer Language During The Covid-19 Online-Teaching Periods at Tra Vinh University.

Tue, 01 Jul 2025 04:00:00 +0000

PRACTICE: Contemporary Issues in Practitioner Education; 07/01/2025
This article reports on responses from an online survey designed with 27 questions to explore the factors affecting the main motivation of Khmer major students during the COVID-19 online teaching period at Tra Vinh University (TVU), the only higher education institution in Vietnam that offers undergraduate degrees in the Khmer language (n = 50). Due to the impact of the COVID-19 epidemic, Khmer students were asked about variables linked to technology, pedagogy, and instructional content that might affect their willingness to study the Khmer language throughout their online learning period (the last one was from June 2021 to mid-February 2022). The data illustrates the primary groupings of factors that influence learners and their responses to each component, as well as their learning goals. The study's findings identify the factors influencing Khmer students' motivation to learn Khmer online at TVU in the context of the COVID-19 epidemic; discuss and make three recommendations on: (1) using the TPACK framework; (2) implementing measures to promote strengths and limit weaknesses in the TVU online training process; and (3) attesting to the effectiveness of ethnic minority policies as well as their actual implementation in Vietnam.
(AN 186133023); ISSN: 25783858
CINAHL Complete

Integrating digital technologies into teaching embodied knowledge in the context of physical examination.

Tue, 01 Jul 2025 04:00:00 +0000

Medical Education; 07/01/2025
Background: There is a growing presence of digital technologies in clinical learning environments. However, there is little research into how such technologies shape embodied teaching and learning for health professional students. This study aims to explore current teaching practices in health disciplines to illuminate how digital technologies are used to facilitate the development of embodied knowledge during student learning of physical examination. Methods: A qualitative interpretive approach was undertaken, sensitised by body pedagogics as a theoretical frame. In‐depth interviews with 18 clinical educators across the disciplines of medicine, physiotherapy, midwifery and nursing were held. These interviews explored their current practices for teaching physical examination. The data was analysed using reflexive thematic analysis combined with a 'thinking with theory' approach, in which the theoretical framework of body pedagogics was central to guiding the reflexive and interpretative process. Results: We interpreted a framework of five approaches where digital technologies are used to develop bodily knowledge: for sensate knowing; for modelling; for rehearsing; for guiding practice and for providing feedback information. Conclusion: Findings suggest that in current teaching practices, digital technology may be used to facilitate multiple essential elements of physical examination instruction. We conceptualised a framework that extends body pedagogics, where we recognise the multiple roles of digital technology for developing bodily knowledge in the context of physical examination. @_Jessica_Lees et al offer a framework that extends the conceptualization of body pedagogics to recognize various roles of digital technology in the context of physical examination
(AN 186225603); ISSN: 03080110
CINAHL Complete

The Relationship Between Satisfaction Levels With Distance Learning, Perceived Stress, and Depression Levels of Nutrition and Dietetics Students.

Tue, 01 Jul 2025 04:00:00 +0000

Topics in Clinical Nutrition; 07/01/2025
In this study, the relationship between satisfaction with distance learning, perceived stress, and depression levels of nutrition and dietetics students (n = 358) was investigated. The data collection form consisted of views on distance learning, Satisfaction Scale for E-Courses, Perceived Stress Scale, and Beck Depression Scale. While nearly half of the participants had positive opinions about the effectiveness, learning objectives, and dissemination of distance learning for theoretical courses, more than half had negative opinions about distance learning for internships. Online course satisfaction was determined as moderate (x̄/k = 3.20). It is recommended to improve the distance learning techniques in nutrition and dietetics education, especially in internships.
(AN 186206203); ISSN: 08835691
CINAHL Complete

The Impact of Robot-Assisted Digital Education on Prenatal Women's Health Literacy: A Randomized Controlled Trial

Sat, 28 Jun 2025 08:25:21 +0000

Author Names: Yang C.-L.,Xu Z.-Y.,Chang C.-Y.

Database Source: Embase Daily Updates

Journal Title: Journal of nursing management

Article Title: The Impact of Robot-Assisted Digital Education on Prenatal Women's Health Literacy: A Randomized Controlled Trial

Year: 2025

Issue:

Volume: 2025

Abstract: Objective: This study aimed to evaluate the effectiveness of a robot-assisted digital education method in reducing anxiety and promoting healthy behaviors among pregnant women with gestational diabetes mellitus (GDM). Design(s): A randomized controlled trial was conducted to compare the impact of robot-assisted health education with conventional video-based education. Participant(s): A total of 66 pregnant women from a single hospital were randomly assigned to either the experimental group (n = 32) or the control group (n = 34). Outcome(s): The primary outcome was the reduction of anxiety levels. Secondary outcomes included health education satisfaction, health literacy, and acceptance of technology. Result(s): The results indicated that the robot-assisted digital education method significantly reduced anxiety levels among pregnant women. Additionally, participants in the experimental group reported higher satisfaction with health education, improved health literacy, and greater acceptance of technology compared to the control group. Conclusion(s): This study highlights the potential benefits of integrating robotic technology into health education for pregnant women. In the global information age, the findings provide valuable insights for educators and researchers in medical institutions aiming to enhance long-term health education through innovative digital tools. Trial Registration: ClinicalTrials.gov identifier: NCT06999421. Copyright © 2025 Chin-Lan Yang et al. Journal of Nursing Management published by John Wiley & Sons Ltd.

Prevalence of musculoskeletal symptoms from online learning during the COVID-19 epidemic: a systematic review and meta-analysis

Sat, 28 Jun 2025 08:25:21 +0000

Author Names: Gotum T.,Keeratisiroj O.,Jariya W.

Database Source: Embase Daily Updates

Journal Title: F1000Research

Article Title: Prevalence of musculoskeletal symptoms from online learning during the COVID-19 epidemic: a systematic review and meta-analysis

Year: 2024

Issue:

Volume: 13

Abstract: Purpose: The objective of this research was to assess the prevalence of musculoskeletal symptoms in online students. Material(s) and Method(s): A systematic review and meta-analysis were performed by searching the PubMed, Cochrane Library, SCOPUS, Web of Science, ScienceDirect, ProQuest, CINAHL plus with full text, and Wiley InterScience databases. A total of 3,749 studies were identified between January 2020 and December 2023. The Joanna Briggs Tool for studies reporting prevalence was used to assess the quality of studies. Jamovi 2.4 was used in the meta-analysis. Result(s): Sixteen studies were included and used for the meta-analysis. The average age of participants was 22 years, with an age range of 17-45 years. There were 6 studies of high quality, 9 studies of medium quality and 1 study of low quality. The areas with the highest prevalence of musculoskeletal pain were the neck (51%, 95% CI = 36-66%), lower back (51%, 95% CI = 42-59%) and shoulder (36%, 95% CI = 26-47%). Conclusion(s): The shift to online learning during the COVID-19 pandemic has emerged as a potential factor influencing musculoskeletal pain in students. Educational institutions should study the duration of online learning that begins to impact student injury outcomes. Copyright: © 2025 Gotum T et al.

Experiences of early adolescents with allergic asthma receiving online education from peers: a qualitative phenomenological study

Sat, 28 Jun 2025 08:25:21 +0000

Author Names: Karatas P.,Calisir H.,Uysal P.

Database Source: Embase Weekly Updates

Journal Title: Journal of Asthma

Article Title: Experiences of early adolescents with allergic asthma receiving online education from peers: a qualitative phenomenological study

Year: 2025

Issue: 7

Volume: 62

Abstract: Objectives: To evaluate the experiences and opinions of adolescents aged 10-14 years with allergic asthma in Turkiye about the online asthma education they received from their peers. Method(s): Eleven adolescents who had previously received peer education concerning asthma participated in this qualitative phenomenological study. These were asked semi-structured questions to evaluate peer education through a video chat program. Qualitative data were analyzed using N'Vivo (Version 12.5) software. Result(s): Four main themes and 12 sub-themes were identified in the light of the data obtained from the interviews. 'The importance of friends' theme (T1) was established for the sharing, listening to their thoughts, caring about their opinions, and taking their suggestions into consideration sub-themes. 'The comfort derived from being with peers' them (T2) was established for the facilitating learning, feeling not alone, feeling understood, and motivation for recovery sub-themes. The reliability of information' theme (T3) was established for the believing in the reliability of the information and applying the information learned sub-themes, and the 'opinions about the educator' theme (T4) for the experiences with peer educators and suggestions for peer educators sub-themes. Conclusion(s): The experiences and opinions of the adolescents with allergic asthma in this study were highly favorable regarding the education provided by their peers about the disease in an online environment. Copyright © 2025 Taylor & Francis Group, LLC.

Improving Prelicensure Student Learning and Experience With Interactive Online Learning Modules

Sat, 28 Jun 2025 08:25:21 +0000

Author Names: Stuffle M.E.

Database Source: Embase Weekly Updates

Journal Title: The Journal of nursing education

Article Title: Improving Prelicensure Student Learning and Experience With Interactive Online Learning Modules

Year: 2025

Issue: 6

Volume: 64

Abstract: BACKGROUND: Fundamentals of Nursing students at a large school of nursing in the Midwest reported difficulty using their course textbooks. There was also an increase in course failures and a decrease in performance on a Fundamentals of Nursing National Council Licensure Examination (NCLEX-RN) preparatory proctored examination. METHOD(S): A pilot project was implemented to evaluate the effectiveness of interactive, online learning modules compared to textbook readings on student performance, access and use of resources, and student experience. RESULT(S): Following the pilot there was a significant improvement in course grades among traditional but not accelerated students using the modules compared to those using the textbook. Students reported that the modules were more engaging, cost-effective, and appealing to various learning styles. Weaknesses identified were the module lengths and technological concerns. CONCLUSION(S): The online, interactive modules engaged students with course materials, reduced costs, and may have changed student performance. Additional research is needed among students in other courses and programs. [J Nurs Educ. 2025;64(6):e48-e51.].

A self-guided e-learning program improves metamemory outcomes in healthy older adults: a randomized controlled trial

Sat, 28 Jun 2025 08:25:21 +0000

Author Names: Yusupov Rose I.,Lass J.W.,D'Amico D.,Zhu L.,Rich J.B.,Levine B.,Vandermorris S.,Troyer A.K.

Database Source: Embase Weekly Updates

Journal Title: Aging & mental health

Article Title: A self-guided e-learning program improves metamemory outcomes in healthy older adults: a randomized controlled trial

Year: 2025

Issue: 6

Volume: 29

Abstract: OBJECTIVES: Aging brings memory changes that can be concerning for some older adults. Whereas in-person memory interventions can positively impact knowledge, mental health, and behavioural outcomes, self-guided e-learning programs may offer scalable and accessible alternatives to in-person programming. The current study aimed to evaluate efficacy of an e-learning program compared to no treatment. METHOD(S): The trial was registered at ClinicalTrials.gov (NCT03602768). As part of a larger, multi-arm, controlled trial, healthy older adults (ages 60-84, 71% female) were randomized into an intervention or a delayed-start control condition. Data collection personnel were masked to participant grouping. Outcome measures were completed through telephone interviews and online questionnaires at baseline, immediate post-intervention, and 6- to 8-week follow-up. RESULT(S): Among 115 analyzed participants, there were larger improvements over time in memory knowledge, memory strategy acquisition and daily use, and self-reported memory satisfaction and ability in the group that completed the intervention than in the control group. There was no interaction effect for health-promoting behaviors. Intention-to-treat analyses showed attenuated but largely similar findings. CONCLUSION(S): This self-guided e-learning memory program demonstrated similar clinical outcomes provided by in-person, facilitator-led programs. It may serve as an effective first-line treatment for older adults presenting with memory concerns in clinical settings.

Mental Health Vulnerabilities and Environmental Justice: A Collaborative Online International Learning Experience

Sat, 28 Jun 2025 08:25:21 +0000

Author Names: Newman S.J.,Baker M.,Hammonds L.S.

Database Source: Embase Weekly Updates

Journal Title: Creative nursing

Article Title: Mental Health Vulnerabilities and Environmental Justice: A Collaborative Online International Learning Experience

Year: 2025

Issue: 2

Volume: 31

Abstract: Collaboration and intercultural interaction and engagement are relevant to all aspects of higher education including distance/remote/virtual courses. Collaborative Online International Learning (COIL) experiences connect students in different countries and provide them with meaningful and significant opportunities for global and intercultural exposure. Such an educational environment enhances students' cultural awareness and knowledge, and guides their personal, relational, and professional actions. Accordingly, engagement in COIL experiences can increase students' understanding of and ability to respond to significant global health-care issues both locally and internationally and to recognize their impact on mental health, and can lead to reflection and awareness that will endure beyond students' individual class experiences. One of these urgent issues is mental health vulnerabilities associated with environmental justice issues. This article describes participation in an international collaborative experience between the Universidad San Francisco de Quito, Ecuador, and the College of Nursing at the University of South Alabama, USA.

Pain education program using games and online teaching: beyond the COVID-19 pandemic

Fri, 27 Jun 2025 08:26:28 +0000

Author Names: Tse M.M.Y.,Kwok T.T.O.,Wu T.C.M.,To K.P.,Tse P.P.-S.,He J.

Database Source: Embase Daily Updates

Journal Title: Critical Public Health

Article Title: Pain education program using games and online teaching: beyond the COVID-19 pandemic

Year: 2025

Issue: 1

Volume: 35

Abstract: Chronic pain affects older adults' quality of life, worsened by COVID-19 healthcare disruptions. This study introduces the Gamified Web-based Pain Management Program (GAP), a digital tool using gamification to improve pain education. Developed with the Model of Technology Adoption by Older Adults, GAP was tested in a quasi-experimental pilot study. Four community-dwelling adults (aged >=65) participated for 4 weeks. Pain was assessed using the Brief Pain Inventory (BPI). Post-intervention, pain severity dropped from 3.44 to 1.31 and interference from 2.39 to 0.43, with positive usability feedback. Limits include the small sample and no control group. Larger, controlled trials are needed to confirm efficacy. GAP shows promise for pain management in older adults during healthcare challenges. Copyright © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Digital education and exercise therapy versus minimal intervention for young people at high risk of early onset knee osteoarthritis after ACL reconstruction: a study protocol for the Stop OsteoARthritis (SOAR) randomized controlled trial

Fri, 27 Jun 2025 08:26:28 +0000

Author Names: Whittaker J.L.,Cammalleri A.,Archibald C.,Brooks-Hill A.,Chin P.,Clark S.,Davis J.C.,Hoens A.M.,Hunt M.A.,Kausky K.,Ko A.,Leveille L.,Li L.C.,Lodhia P.,Losciale J.M.,Miciak M.,Mosewich A.D.,Sheikh A.,Silvester-Lee T.,Truong L.K.,Wade D.,Wilson D.R.,Xie H.,Yan X.H.,Roos E.M.

Database Source: Embase Daily Updates

Journal Title: Trials

Article Title: Digital education and exercise therapy versus minimal intervention for young people at high risk of early onset knee osteoarthritis after ACL reconstruction: a study protocol for the Stop OsteoARthritis (SOAR) randomized controlled trial

Year: 2025

Issue: 1

Volume: 26

Abstract: Background: People who tear their anterior cruciate ligament and have reconstruction surgery (ACLR) are at elevated risk of inactivity, obesity, and early-onset knee osteoarthritis. Consensus recommendations to prevent post-traumatic knee osteoarthritis include person-centered education and exercise-based treatments. The effectiveness of these recommendations is unknown. This study will assess if a digital education and exercise therapy intervention is superior to minimal intervention for improving knee-related symptoms, function, and quality of life in young people after ACLR. Method(s): The Stop OsteoARthritis (SOAR) study is a parallel, two-arm, assessor-blinded, superiority, hybrid effectiveness-implementation type 1 randomized controlled trial. After baseline testing, 166 participants aged 16-35 years, 9-36 months past, a first-time ACLR with ongoing symptoms will be randomly allocated to one of two treatment groups (1:1 ratio, stratified by sex). Ongoing symptoms will be defined as not meeting a Patient Acceptable Symptom State (PASS) on the averaged Knee injury and Osteoarthritis Outcome Score pain, symptoms function in sport and recreation, and quality-of-life subscales (KOOS<inf>4</inf> < 79). Participants randomized to the experimental intervention will receive a digital (remote videoconferencing) 6-month program of group-based learning, individualized weekly home-based exercise therapy and physical activity program with tracking, and 1:1 physiotherapist-guided counseling. Participants randomized to the minimal intervention control group will receive an educational recording, best-practice guide for ACLR rehabilitation, one videoconferencing session, and tracking. The primary effectiveness outcome is the between-group difference in KOOS<inf>4</inf> change from baseline to 6-months, with secondary endpoints at 12- and 24months. Secondary effectiveness outcomes include differences in the change of individual KOOS subscale scores, proportions of participants achieving KOOS subscale PASS scores, perceived self-management, and MRI features of knee OA. We will also assess secondary implementation (perceived barriers and facilitators of SOAR delivery), secondary efficiency (incremental cost-utility ratio), and exploratory outcomes. Missing data will be imputed and blinded intention-to-treat analyses performed. Discussion(s): By assessing the effect, implementation, and efficiency of a digital education and exercise-based intervention designed to improve the knee health of young people at increased risk of knee osteoarthritis, this study will provide a basis for future scale-up to help curb the mounting burden of osteoarthritis. Trial registration: ClinicalTrials.gov NCT06195423. Registered on December 22, 2023. Copyright © The Author(s) 2025.

Prototypes as Anchors: Tackling Unseen Noise for online continual learning

Thu, 26 Jun 2025 08:22:19 +0000

Author Names: Li S.-Y.,Zheng Y.-X.,Huang S.-J.,Chen S.,Wang K.

Database Source: Embase Daily Updates

Journal Title: Neural Networks

Article Title: Prototypes as Anchors: Tackling Unseen Noise for online continual learning

Year: 2025

Issue:

Volume: 190

Abstract: In the context of online class-incremental continual learning (CIL), adapting to label noise becomes paramount for model success in evolving domains. While some continual learning (CL) methods have begun to address noisy data streams, most assume that the noise strictly belongs to closed-set noise-i.e., they follow the assumption that noise in the current task originates classes within the same task. This assumption is clearly unrealistic in real-world scenarios. In this paper, we first formulate and analyze the concepts of closed-set and open-set noise, showing that both types can introduce unseen classes for the current training classifier. Then, to effectively handle noisy labels and unknown classes, we present an innovative replay-based method Prototypes as Anchors (PAA), which learns representative and discriminative prototypes for each class, and conducts a similarity-based denoising schema in the representation space to distinguish and eliminate the negative impact of unseen classes. By implementing a dual-classifier architecture, PAA conducts consistency checks between the classifiers to ensure robustness. Extensive experimental results on diverse datasets demonstrate a significant improvement in model performance and robustness compared to existing approaches, offering a promising avenue for continual learning in dynamic, real-world environments. Copyright © 2025 Elsevier Ltd

Utilization of magnification devices in Vietnam's dental practice and education: an online survey

Thu, 26 Jun 2025 08:22:19 +0000

Author Names: Tran M.-H.N.,Bui A.H.,Le L.-A.H.,Huynh T.-T.T.,Phan P.-D.,Tran T.-L.,Le N.-T.-M.,Nguyen T.-T.,Le H.-V.,Lam D.-P.,Lam Q.-V.,Pham T.-L.-K.,Pham A.-T.,Pham V.-K.

Database Source: Embase Daily Updates

Journal Title: BMC oral health

Article Title: Utilization of magnification devices in Vietnam's dental practice and education: an online survey

Year: 2025

Issue: 1

Volume: 25

Abstract:

Digital education and exercise therapy versus minimal intervention for young people at high risk of early onset knee osteoarthritis after ACL reconstruction: a study protocol for the Stop OsteoARthritis (SOAR) randomized controlled trial.

Fri, 20 Jun 2025 04:00:00 +0000

Trials; 06/20/2025
(AN 186105246); ISSN: 17456215
CINAHL Complete

Interpretable web-based machine learning model for predicting intravenous immunoglobulin resistance in Kawasaki disease.

Mon, 09 Jun 2025 04:00:00 +0000

Italian Journal of Pediatrics; 06/09/2025
Background: Kawasaki disease (KD) is a leading cause of acquired heart disease in children that is treated with intravenous immunoglobulin (IVIG). However, 10–20% of cases exhibit IVIG resistance, which increases the risk of coronary complications. Existing predictive models do not integrate multiple machine learning (ML) algorithms or facilitate real-time clinical use. This study presents a region-specific, interpretable ML model for early IVIG resistance prediction in KD. Methods: A retrospective cohort of 463 children diagnosed with KD at Fuzhou University Affiliated Provincial Hospital (2012–2024) was analyzed. Thirteen ML algorithms were evaluated via cross-validation, with performance assessed by AUC and other metrics. Feature importance was determined using SHapley Additive exPlanations (SHAP), and risk of bias was evaluated using the Prediction Model Risk of Bias Assessment Tool. Results: The random forest (RF) model demonstrated the highest predictive performance (AUC = 0.78). After feature selection based on SHAP values, a final interpretable RF model incorporating 10 key features was developed, and a web-based tool integrating the Youden index (16.9%) was deployed for real-time risk estimation. Conclusion: This region-specific, interpretable ML model (https://milailai.shinyapps.io/data1/) is a practical tool for early risk stratification and personalized treatment of IVIG resistance in KD.
(AN 185783711); ISSN: 17208424
CINAHL Complete

Utilization of magnification devices in Vietnam's dental practice and education: an online survey.

Fri, 06 Jun 2025 04:00:00 +0000

BMC Oral Health; 06/06/2025
Background: Advancements in dental technology have enhanced diagnostic and treatment tools, with magnification devices improving clinical precision and ergonomics. Dental loupes, conventional dental operating microscopes (DOMs), and three-dimensional digital operating microscopes (3D-DOMs) help overcome visual limitations in intricate procedures. Although widely used globally, adoption in Vietnam remains underreported. This study aimed to assess magnification device utilization in Vietnamese dental practice and education, with a pioneering focus on 3D-DOMs. Methods: An online, questionnaire-based observational survey was conducted from October to December 2024. A total of 108 dentists responded, along with 11 dental education institutions and 5 hospitals (2 specialized, 3 general). The 28-item questionnaire, validated by a subject expert (CVI-S = 0.9), was distributed via email and messaging platforms. Google login ensured one response per participant. Data were analyzed using JASP (version 0.19.3) with descriptive statistics and Chi-square tests (p < 0.05). Results: Awareness was high (96.4%), while actual usage was moderate (62.96%). Usage varied by setting: specialized hospitals (100%) and education institutions (80%) showed higher adoption than general hospitals (33.33%). Dental loupes were most common (55.56%), followed by DOMs (25.93%) and 3D-DOMs (5.56%). Future usage intentions were high, particularly for loupes (81.48%). Endodontics was perceived as the specialty benefiting most. Despite cost being the primary barrier, satisfaction was high. Formal training significantly improved self-rated knowledge and satisfaction. Conclusions: Despite cost and ergonomic barriers, magnification devices—especially 3D-DOMs—show strong potential. With improved training and resource allocation, they could significantly enhance diagnostic precision and clinical outcomes in Vietnamese dentistry.
(AN 185781513); ISSN: 14726831
CINAHL Complete

Digital Childbirth Education as a Strategy to Improve Shared Decision Making and Reduce Cesarean Births [ID 988].

Mon, 02 Jun 2025 04:00:00 +0000

Obstetrics & Gynecology; 06/02/2025
(AN 185203602); ISSN: 00297844
CINAHL Complete

Dental faculty's perception in teaching digital impressions following calibration training.

Mon, 02 Jun 2025 04:00:00 +0000

Journal of Dental Education; 06/02/2025
(AN 186224477); ISSN: 00220337
CINAHL Complete

Transformative Safety Leadership: Evaluating E-Learning Interventions for Behavior Change and Enhanced Workplace Safety Climate.

Sun, 01 Jun 2025 04:00:00 +0000

Workplace Health & Safety; 06/01/2025
(AN 184705068); ISSN: 21650799
CINAHL Complete

Profiles of teachers' emotional labour during COVID‐19 and the consequences on mental health: A comparison between online and offline teaching.

Sun, 01 Jun 2025 04:00:00 +0000

British Journal of Educational Psychology; 06/01/2025
(AN 185103678); ISSN: 00070998
CINAHL Complete

Lessons learned from the digital transformation of physiotherapy education: A phenomenological study.

Sun, 01 Jun 2025 04:00:00 +0000

International Journal of Osteopathic Medicine; 06/01/2025
The Covid-19 pandemic changed education globally with a rapid reduction of in-person learning and increase in e-learning. This was challenging for students with themes of poorer motivation, reduced engagement, and difficulty translating knowledge into practical skills. Although Covid-19 restrictions have been removed in the UK, increased e-learning is likely to be permanently integrated in healthcare programmes by most UK universities. Therefore, programmes need to evaluate their e-learning to learn lessons for the future. This study aimed to understand physiotherapy students' experiences of e-learning and what, if any, specific topics were more challenging and why they felt this was the case to identify how e-learning can be developed to meet their needs. A descriptive phenomenological methodology and purposive sampling of physiotherapy students at a UK university was used. Two semi-structured focus groups were conducted, data was analysed using reflexive thematic analysis. Four themes were constructed which were: connected but disconnected; collaborative disengagement; practicality for professional identity; and disembodiment with anatomy. For vocational healthcare courses with substantial practical skill development required to meet regulatory standards, the balance of online and in-person learning will continue to be a challenge. The changes to education delivery which occurred because of the Covid-19 pandemic have provided educators with an opportunity to reflect on the challenges facing both students and the profession itself in this increasingly online world. Recommendations from this study include integrating online communication skills within the curriculum, prioritising digital skills, and embracing emerging immersive technologies to enhance anatomy learning. • The balance of online and in-person learning for professional healthcare programmes is challenging • Curriculums should include development of online communication skills to support students learning experience in the online classroom and to develop the skills required for the future workplace • Digital skill development should be integrated into programmes to reflect the changing professional climate of healthcare • MSK programmes using online anatomy learning needs to include embodied experiences with sensory-motor activities to support deep learning of the topic, digital tools such as iVR may be appropriate to support this
(AN 185276283); ISSN: 17460689
CINAHL Complete

Investigating the Effects of Extended Reality (XR) on Interpreter Competencies: An Experimental Study of a Pioneering XR Mobile‐Assisted Language Learning Application for Interpreting Training.

Sun, 01 Jun 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2025
Background: Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in/out‐of‐classroom practices. Objective: This empirical research aims to develop a mobile‐assisted language learning application powered by extended reality (XR). Shortened as 'XR MALL', this pioneering app contains learning resources, video demonstrations, virtual reality (VR) practice and augmented reality (AR) functions and is incorporated into interpreting classes for blended learning. Methods: The effects of XR MALL on interpreting knowledge and performance were examined based on a quasi‐experimental design and a theoretical framework that combines a constructivist approach (CA) and an interpreter competence model (ICM). While the control group was taught using the traditional teaching approach, XR MALL was adopted in the experimental group for 10 weeks. Pre‐ and post‐study interpreting tasks were used to assess students' interpreting knowledge and practical skills. Results: The results revealed that the experimental group had significant improvements in their declarative interpreting knowledge and practical interpreting techniques in both sight and consecutive interpreting modes and English–Chinese and Chinese–English bi‐directions compared to the control group, in which traditional teaching was deployed. Conclusions: The study suggests that the integration of XR (VR and AR) and mobile technologies effectively enhances students' learning outcomes and performance via immersive, ubiquitous and constructive learning.
(AN 185452196); ISSN: 02664909
CINAHL Complete

Learners' psychological needs in online learning environment for executive education: role of cognitive overload and learning self-efficacy.

Sun, 01 Jun 2025 04:00:00 +0000

Behaviour & Information Technology; 06/01/2025
The emergent transition from face-to-face to online teaching and training has swayed the design and operating model of executive education globally. Reports indicate that this change has adversely impacted the learners' satisfaction with executive education programmes and desired learning outcomes. Scholars believe that learners' learning outcomes in the online learning environment are driven primarily by the satisfaction and frustration of their universal psychological needs (UPN) (autonomy, competence, and relatedness). Using, the theoretical view of Self-Determination Theory and Cognitive Load Theory, this study examines, how cognitive overload and online learning self-efficacy affect the positive impact of behavioural engagement on executive learners' UPNs and learning outcomes in an online learning environment. Through this combined theoretical lens, we studied the dynamics of behavioural engagement, UPN satisfaction (frustration), and learning outcome relationships from the viewpoint of resource misfit. Hypotheses for direct and indirect effects were empirically validated by surveying online learners enrolled in a premier business school executive education programme. The findings indicate that in an online learning environment, executive programme designers and educators should balance the availability of information, interaction and learning tools to help learners attain UPN satisfaction and ultimately achieve desired learning outcomes.
(AN 185486691); ISSN: 0144929X
CINAHL Complete

A New Methodological Approach to Cultural Adaptation of a Mobile Application for Teaching the Nursing Process.

Sun, 01 Jun 2025 04:00:00 +0000

CIN: Computers, Informatics, Nursing; 06/01/2025
(AN 185588183); ISSN: 15382931
CINAHL Complete

Effectiveness of Online Self-Learning Platforms for Promoting Digital Health Literacy: A Randomized Controlled Trial (RCT)...35th Medical Informatics Europe Conference (MIE 2025), May 19-21, 2025, Glasgow, Scotland.

Sun, 01 Jun 2025 04:00:00 +0000

Studies in Health Technology & Informatics; 06/01/2025
Digital health literacy is a basic requirement for the use of digital health solutions. However, it is not yet sufficiently present among users, so that appropriate programmes are needed to promote it. The aim of this study is to investigate the effect of online self-learning platforms on digital health literacy. In a two-armed randomised controlled trial (RCT) with n = 40, participants were assigned to an intervention group (IG) and a control group (CG). The eHealth Literacy Scale (eHEALS) and an adapted version were used to assess digital health literacy. The effect was compared to before and to the control group after using the online selflearning platform. After the intervention digital health literacy improved in the intervention group (p < .001) in both scores and was higher in eHEALS-Score (p = .047) and eService-Score (p = .000) than in the control group. The results indicate that digital services should become increasingly relevant for promoting digital health literacy in the population.
(AN 185459377); ISSN: 09269630
CINAHL Complete

Digital Case Oriented Teaching and Learning in Healthcare: Evaluating Usability...35th Medical Informatics Europe Conference (MIE 2025), May 19-21, 2025, Glasgow, Scotland.

Sun, 01 Jun 2025 04:00:00 +0000

Studies in Health Technology & Informatics; 06/01/2025
The growth of e-learning in education underscores the need for effective digital resources. As part of the WFDT project, digital content was developed using H5P. The usability was evaluated with the System Usability Scale (SUS) and the collection of qualitative feedback from two distinct testing contexts: one in a blended learning environment and another in a supervised setting. The supervised test yielded higher SUS scores and shorter processing times. The findings indicate that student engagement is a key advantage in the creation of digital learning content.
(AN 185459392); ISSN: 09269630
CINAHL Complete

Transforming Medical Education: Integrating Online Modules for Dynamic and Engaging Learning Experiences.

Sun, 01 Jun 2025 04:00:00 +0000

Academic Radiology; 06/01/2025
(AN 185600796); ISSN: 10766332
CINAHL Complete

A self-guided e-learning program improves metamemory outcomes in healthy older adults: a randomized controlled trial.

Sun, 01 Jun 2025 04:00:00 +0000

Aging & Mental Health; 06/01/2025
Objectives: Aging brings memory changes that can be concerning for some older adults. Whereas in-person memory interventions can positively impact knowledge, mental health, and behavioural outcomes, self-guided e-learning programs may offer scalable and accessible alternatives to in-person programming. The current study aimed to evaluate efficacy of an e-learning program compared to no treatment. Method: The trial was registered at ClinicalTrials.gov (NCT03602768). As part of a larger, multi-arm, controlled trial, healthy older adults (ages 60-84, 71% female) were randomized into an intervention or a delayed-start control condition. Data collection personnel were masked to participant grouping. Outcome measures were completed through telephone interviews and online questionnaires at baseline, immediate post-intervention, and 6- to 8-week follow-up. Results: Among 115 analyzed participants, there were larger improvements over time in memory knowledge, memory strategy acquisition and daily use, and self-reported memory satisfaction and ability in the group that completed the intervention than in the control group. There was no interaction effect for health-promoting behaviors. Intention-to-treat analyses showed attenuated but largely similar findings. Conclusion: This self-guided e-learning memory program demonstrated similar clinical outcomes provided by in-person, facilitator-led programs. It may serve as an effective first-line treatment for older adults presenting with memory concerns in clinical settings.
(AN 185628158); ISSN: 13607863
CINAHL Complete

The Times They Are Still A-Changin': Examining Changes in Radiology Education Online Audiences 8 Years Apart.

Sun, 01 Jun 2025 04:00:00 +0000

Journal of Radiology Nursing; 06/01/2025
Launched in 1999 to provide radiology education, CTisus.com now reaches millions. We compare user metrics between nonconsecutive years to understand audience changes and optimize content. Using Google Analytics to track website traffic, we chose 2022 (latest calendar year of audience data) and 2016 (first calendar year with data) to compare age, gender, location, language, and technology use. The most common user age groups were 25 to 34 (34.87%), 35 to 44 (22.37%), and 45 to 54 (13.69%) in 2016 and 25 to 34 (28.31%), 35 to 44 (22.00%), and 18 to 24 (20.11%) in 2022. Gender distribution changes were nominal. CTisus visitors hailed mainly from the United States (44.11%), India (4.90%), United Kingdom (3.73%), Canada (2.85%), and Australia (2.69%) in 2016; the United States (34.80%), India (8.12%), United Kingdom (3.56%), Saudi Arabia (2.39%), and Australia (2.31%) in 2022. The most common languages were English (73.32%), Spanish (5.51%), and Portuguese (2.92%) in 2016; English (71.29%), Spanish (4.62%), and Chinese (2.34%) in 2022. In 2016, 76.57% of visitors used desktops, 17.06% mobile devices, and 6.36% tablets; in 2022, 50.48%, 47.61%, and 1.91%, respectively. Radiology educators can best reach their audience by creating and sharing content that will specifically engage their audiences, which skew younger. One way is to translate content into multiple languages. Content must also be available on mobile devices to maximize audience reach. Understanding changes in the audience for radiology education can help radiology educators create better content for the radiologists, nurses, radiologic technologists, fellows, residents, students, and others who are looking to find radiology education and content online. • We compared website user metrics o glean audience changes and optimize content. • Desktop users fell from 76.57% to 50.48%; mobile users rose from 17.06% to 47.61%. • Radiologists should place content on mobile devices to reach younger audiences.
(AN 185654849); ISSN: 15460843
CINAHL Complete

Design, Development, and Implementation of the E-learning Course, "Hot and Bothered: A Primer on Climate Change for Psychiatry Residents"...Annual Scientific Meeting of the Canadian Academy of Geriatric Psychiatry and Canadian Coalition for Seniors' Menta

Sun, 01 Jun 2025 04:00:00 +0000

Canadian Geriatrics Journal; 06/01/2025
(AN 185685527); ISSN: 19258348
CINAHL Complete

Digital game-based learning for dynamic assessment and early intervention targeting reading difficulties: Cross-linguistic studies of GraphoLearn.

Sun, 01 Jun 2025 04:00:00 +0000

Clinical Linguistics & Phonetics; 06/01/2025
Early detection of reading acquisition failure is crucial since intervention is most effective if started early. This presentation gives a cross-linguistic overview of studies, conducted at our department, making use of GraphoLearn (GL), a serious gaming environment, in three languages with relatively transparent orthographies. Aim of the studies is to evaluate the effectiveness as well as screening value of playing GL. GraphoLearn was used to develop early reading acquisition games in three languages: Spanish, Standard Indonesian (both highly transparent orthographies) and Dutch (intermediate transparency). In all four studies typically developing children, and in some studies, children with developmental language disorder (DLD) and/or reading difficulties participated in a research protocol consisting of a pre-test at the start of reading education, followed by a period of playing GL, and concluded with a post-test and follow-up. The pre- and post-tests comprised standard sets of preliteracy tests. The post-tests also included word decoding tests. Playing consisted of matching (strings of) graphemes on a computer screen with spoken fragments. Results show a mainstream learning trajectory (strong regression) from preliteracy skills, via accuracy and speed of letter-sound association during playing, to early (post-test) and later (follow-up) word and pseudoword decoding. Patterns of qualitative (e.g. errors) and quantitative (e.g. learning rate) in-game data predicting and influencing later reading fluency were found for different subgroups of children. We conclude that GL is an effective tool for early dynamic diagnostic screening, and supporting early reading acquisition. Future perspectives targeting integrated, multi-factorial and cross-modal digital game-based learning (DGBL) are discussed.
(AN 186248574); ISSN: 02699206
CINAHL Complete

Deep Learning-Based Web Application for Automated Skin Lesion Classification and Analysis.

Sun, 01 Jun 2025 04:00:00 +0000

Dermato; 06/01/2025
(AN 186206077); ISSN: 26736179
CINAHL Complete

Consumers' Perspectives on the Design of a New Digital Frailty Education Course, 'Focus on Frailty': A Qualitative Co‐Design Study.

Sun, 01 Jun 2025 04:00:00 +0000

Health Expectations; 06/01/2025
Introduction: Frailty‐focused care in hospitals is hindered by systemic barriers, ageism and stereotypes about older adults and frailty. There is a need for frailty education to increase healthcare professionals' and students' understanding of frailty. Objective: As part of a larger study to co‐design a new digital frailty education course, 'Focus on Frailty', this study aimed to explore consumers' and caregivers' perspectives on (i) how frailty and older adults should be represented in frailty education and (ii) what healthcare professionals should be taught about caring for older adults and people who are frail in hospitals. Design: This was a qualitative co‐design study. Setting and Participants: Participants (n = 25) were older Australians, people living with frailty and family caregivers (collectively, 'consumers') who had interacted with the hospital system. This study was conducted in Australia via Zoom and telephone. Methods: Participants engaged in focus groups or individual interviews and completed a demographic questionnaire and a Research Engagement Feedback Survey. Qualitative data were inductively analysed using template analysis (codebook thematic analysis). Quantitative demographic data were analysed using descriptive statistics. Results: Seven themes were identified: (1) Consumers' understanding of frailty as loss, deterioration and vulnerability; (2) Utilise a holistic approach to frailty care; (3) Dispel stereotypes; (4) Value consumers' lived experience expertise; (5) Include diverse representation and educate for diversity; (6) Promote meaningful interactions; and (7) Practice care coordination. Discussion: Participants acknowledged the multifaceted nature of frailty, advocating for holistic frailty education that considers physical, social, emotional, cognitive, financial and spiritual aspects. They described the importance of representing real‐world scenarios and stories, images and videos of real people that reflected the diversity of lived experience. Participants wanted 'Focus on Frailty' to include education on individualised care; looking beyond the acute situation; multidisciplinary care coordination that involved informal caregivers; overcoming stereotypes and ageism; and meaningfully interacting with older adults and people who are frail. Conclusions: Consumers wanted to be represented in frailty education in a way that elevates lived experience and celebrates diversity. They expressed that healthcare professionals should be taught to avoid stereotypes, coordinate multidisciplinary care and engage in meaningful interactions with patients. Consumer‐focused recommendations for designing frailty education were generated. Patient or Public Contribution: E.M., a consumer partner, contributed to the study design, focus group/interview guide, ethics application and participant information and consent forms. E.M. attended some of the focus groups and contributed to the interpretation of study findings. She also contributed to manuscript revisions. Twenty‐five consumers (family caregivers, older adults and people with lived experience of frailty) participated in focus groups and interviews. Participants shared their perspectives on frailty and contributed to the co‐design of a new digital frailty education course for healthcare professionals and students.
(AN 186251880); ISSN: 13696513
CINAHL Complete

Co-Design and Mixed-Methods Evaluation of a Digital Diabetes Education Intervention for Nursing Homes: Study Protocol.

Sun, 01 Jun 2025 04:00:00 +0000

Nursing Reports; 06/01/2025
Background: Diabetes is common among nursing home residents, with approximately one in four affected, a figure expected to rise. Despite the complexity of care required, educational support for nursing home staff remains limited. This study will aim to co-design and evaluate a digital intervention to improve staff knowledge, confidence, and practices in diabetes care. Methods: The study will follow a logic model across three workstreams. Workstream 1 (WS1) will inform the model inputs through three phases: (1) a scoping review will be conducted to summarise existing diabetes education initiatives in nursing home settings; (2) approximately 20 semi-structured interviews will be carried out with nursing home staff to explore perceived barriers and supports in delivering diabetes care; and (3) a modified Delphi process involving 50–70 diverse stakeholders will be used to establish educational priorities. Workstream 2 (WS2) will involve co-designing a digital diabetes education intervention, informed by WS1 findings. Co-design participants will include nursing home staff, diabetes professionals, and people living with diabetes or their carers. Workstream 3 (WS3) will consist of a mixed-methods evaluation of the intervention. Pre- and post-intervention questionnaires will assess staff knowledge, confidence, and attitudes. The usability of the intervention will also be measured. Following implementation, focus groups with approximately 32 staff members will be conducted to explore user experiences and perceived impact on resident care. Discussion: This study will address an important gap in staff education and support, aiming to improve diabetes care within nursing home settings through a digitally delivered, co-designed intervention.
(AN 186260239); ISSN: 2039439X
CINAHL Complete